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Books on the topic 'Naturalism. Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Calpe, Enrique Belenguer. El naturalismo pedagógico. Madrid: Síntesis Educación, 2004.

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2

Reason in the balance: The case against naturalism in science, law & education. Downers Grove, Ill: InterVarsity Press, 1995.

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3

San da xue pai jiao yu zhe xue si xiang gai lun. Taibei Shi: Wen jing chu ban she, 1985.

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4

Mþäättänen, Pentti. Action and experience: A naturalistic approach to cognition. Helsinki: Suomalainen Tiedeakatemia, 1993.

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5

Hardie, D. Dare M. A Passion for Nature: 19th-century Naturalism in the Circle of Charles Alexander Johns. Penzance, Cornwall, UK: Patten Press, 2008.

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6

Naturalistic inquiry for library science: Methods and applications for research, evaluation, and teaching. New York: Greenwood Press, 1990.

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7

Volkmar, Emily. Exploring environmental education as a naturalist. Bellingham, WA: Huxley College of Environmental Studies, 1999.

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8

The fetish room: The education of a naturalist. London: Profile Books, 2011.

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9

König, René. Schriften. Opladen: Leske + Budrich, 1998.

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10

Busot, J. Aurelio. El método naturalista y la investigación educacional. Maracaibo: Universidad del Zulia, Facultad de Humanidades y Educación, 1991.

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11

Contardo, Karin Pereira. El Real Colegio de Naturales. Santiago de Chile: Publicaciones del Archivo Franciscano, 2002.

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12

1947-, Meyer Maggie, and Wertz Susan 1948-, eds. Discovering the naturalist intelligence: Science in the school yard. Tuscon, Ariz: Zephyr Press, 1999.

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13

Oporto, Luis. Museos, parques naturales y educación en Bolivia. La Paz, Bolivia: Centro de Estudios Sociales, 1989.

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14

Thomson, Kim. Environmental education internship summer 1996: Interpretive naturalist at Heather Meadows, Mt. Baker - Snoqualmie National Forest. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1998.

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15

Encuentro Nacional de Educación Superior en Medio Ambiente y Recursos Naturales (1st 2005 Cochabamba, Bolivia). Primer Encuentro Nacional de Educación Superior en Medio Ambiente y Recursos Naturales. La Paz, Bolivia: Ministerio de Desarrollo Sostenible, Viceministerio de Recursos Naturales y Medio Ambiente, 2006.

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16

John, Hay. Mind the gap: The education of a nature writer. Reno: University of Nevada Press, 2004.

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17

Dietschy-Scheiterle, Annette. Las ciencias naturales en la educación bilingüe: El caso de Puno. Lima, Puno: Proyecto Experimental de Educación Bilingüe-Puno, 1989.

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18

Naturisme et éducation corporelle: Des projets réformistes aux prises en compte politiques et éducatives (XIXe-milieu XXe siècles). Paris: Harmattan, 2005.

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19

Huxley in America: T.H. Huxley , American science, university education and scientific propaganda, 1870-1880. Bethesda: Academica Press, 2011.

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20

John, Hay. Mind the gap: The education of a nature writer. Reno: University of Nevada Press, 2004.

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21

Gutiérrez, Wari Zárate. Tullpuni: Guía didáctica : guía para la enseñanza del arte con tintes y recursos naturales. Lima: Chirapaq, 2003.

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22

Uribe, Maruja. Fuentes de información sobre protección del medio ambiente y los recursos naturales en América Latina y el Caribe. Bogotá: El Colegio Verde de Villa de Leyva, 1992.

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23

Carey, Blakely, ed. Crazy like a fox: One principal's triumph in the inner city. New York: New American Library, 2009.

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24

Darwin in Scotland: Edinburgh, evolution and enlightenment. Dunbeath: Whittles Pub., 2010.

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25

1947-, Graedon Teresa, ed. La farmacia popular: Desde remedios caseros y medicamentos hasta terapias naturales, todas las mejores opciones para vencer 36 males comunes. Emmaus, Pa: Rodale, 2007.

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26

Díaz del Castillo Z., Emiliano, ed. Cabildos de la ciudad de San Juan de Pasto, 1561-1569. Santafé de Bogotá, D.C: Academia Colombiana de Historia, 1999.

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27

Hernández, Edwin Hernández. La universidad bogotana y la enseñanza de la medicina en el siglo XIX: Entre la precariedad, la inestabilidad política y la miseria de las guerras civles. Bogotá, Colombia: Círculo de Lectura Alternativa, 2003.

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28

Connecting with nature: A naturalist's perspective. Arlington, Va: NSTA Press, National Science Teachers Association, 2012.

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29

Moreno, Angel Gomez. Para una teoria natural de la educacion. Mira Editores, 1998.

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30

Johnson, Phillip E. Reason in the Balance: The Case Against Naturalism in Science, Law & Education. InterVarsity Press, 1998.

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31

Riesgos Naturales. Naucalpan de Juarez, Estado de Mexico: Pearson Educacion, 2009.

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32

Kristjánsson, Kristján. Conclusions and Afterthoughts. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809678.003.0010.

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Chapter 10 draws together the main strands of argument from previous chapters and offers some concluding remarks on the virtuousness and education of emotion, on Aristotelian naturalism, and on the complexities of transdisciplinary work on emotions. It also provides a table which summarizes the main components of each specific virtue, identified in preceding chapters, as seen from an Aristotelian perspective. The chapter closes by offering the following advice to practically minded emotion theorists: Do read Aristotle first. It helps. But, equally, do not hesitate to depart from him where needed—and do not skip reading the contemporary psychological literature. It helps also.

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33

Rotthier, Rudi, Redmond O'Hanlon, and Jane Hedley-Prole. Fetish Room: The Education of a Naturalist. TBS/GBS/Transworld, 2011.

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34

Alabama Trees Wildflowers Pocket Naturalist. Waterford Press, 2010.

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35

Texas Master Naturalist Statewide Curriculum. Texas A&M University Press, 2019.

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36

Didáctica de las ciencias naturales : enseñar ciencias naturales - 1. ed. Homo Sapiens, 2005.

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37

Brill, Debra K. Teacher/naturalist at Brukner Nature Center. 1993.

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38

Nuovo, Victor. The Philosophy of a Christian Virtuoso iii. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198800552.003.0008.

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The question why Locke failed to publish an ethical system, notwithstanding the value he placed on the moral life, is raised and its answer postponed. Locke’s thoughts about ethics expressed in the Essay and other writings are examined, their sources identified, and the systematic connections between them are considered. Hellenistic sources, especially Epicurean ones, are identified, along with the ethical rationalism and naturalism of Hugo Grotius. Following Grotius, Locke developed a theory of the law of nature, rooted in social convenience, but sanctioned by divine command. In Some Thoughts concerning Education, Locke advocated the cultivation of virtues suitable to the moral and civic life of a gentleman. His abortive attempt to develop a system of ethics in ‘Of Ethics in General’, intended as a chapter of the Essay, but abandoned, brings the reader back to the opening question. Locke concluded that revelation is a more reliable source of moral knowledge.

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39

Zuckerman, Phil, and John R. Shook. Introduction. Edited by Phil Zuckerman and John R. Shook. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988457.013.1.

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The Oxford Companion to Secularism provides a timely overview of the new multidisciplinary field of secular studies. This field involves philosophy, the humanities, intellectual history, political theory, law, international studies, sociology, psychology, anthropology, education, religious studies, and additional disciplines, all showing an increasing interest in the multifaceted phenomenon known as secularism. As the history of the term “secularism” shows, it has long been entangled with many related issues, such as unorthodoxy, blasphemy, apostasy, irreligion, religious criticism, agnosticism, atheism, naturalism, earth-centered -isms, humanism (and trans- and posthumanisms), rationalism, skepticism, scientism, modernism, human rights causes, liberalism, and various kinds of church–state separation all around the world. Secularism’s relevance also continues to grow due to the dramatic rise of irreligion and secularity in most regions of the world. These trends are leading more and more scholars from a variety of disciplines to investigate secular life and culture in all its varied forms.

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40

Liguori, Liliana, and Maria Irene Noste. Didactica de Las Ciencias Naturales. Homo Sapiens Ediciones, 2005.

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41

Matteson, Sumner. Afield: Portraits of Wisconsin Naturalists, Empowering Leopold's Legacy. Little Creek Press, 2020.

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42

Meyer, Maggie, Jenna Glock, and Susan Wertz. Discovering the Naturalist Intelligence: Science in the Schoolyard. Zephyr Press (AZ), 1998.

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43

Ana, Barahona Echeverría, Mexico. Secretaría de Educación Pública., and Mexico. Comisión Nacional de los Libros de Texto Gratuitos., eds. Ciencias naturales: Quinto grado. 3rd ed. México: Secretaria de Educación Pública, 2000.

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44

Zuckerman, Phil, and John R. Shook, eds. The Oxford Handbook of Secularism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988457.001.0001.

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The Oxford Companion to Secularism provides a timely overview of the new multidisciplinary field of secular studies. This field involves philosophy, the humanities, intellectual history, political theory, law, international studies, sociology, psychology, anthropology, education, religious studies, and additional disciplines, all showing an increasing interest in the multifaceted phenomenon known as secularism. Conflicts and debates around the world more and more frequently involve secularism. National borders and traditional religions cannot keep people in tidy boxes anymore, as political struggles, doctrinal divergences, and demographic trends are sweeping across regions and entire continents. Simultaneously, there is a resurgence of religious participation in the politics of many countries. How might these diverse phenomena be interrelated, and better understood? As the history of the term “secularism” shows, it has long been entangled with many related issues, such as unorthodoxy, blasphemy, apostasy, irreligion, religious criticism, agnosticism, atheism, naturalism, earth-centered -isms, humanism (and trans- and posthumanisms), rationalism, skepticism, scientism, modernism, human rights causes, liberalism, and various kinds of church–state separation all around the world. Secularism’s relevance also continues to grow due to the dramatic rise of irreligion and secularity in most regions of the world. These trends are leading more and more scholars from a variety of disciplines to investigate secular life and culture in all its varied forms.

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45

Krall, Florence R. Ecotone: Wayfaring on the Margins (Suny Series, Feminist Theory in Education). State University of New York Press, 1994.

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46

Dumrauf, Ana Gabriela, and Silvina Cordero, eds. Tramas entre escuela y universidad. Editorial de la Universidad Nacional de La Plata (EDULP), 2018. http://dx.doi.org/10.35537/10915/69683.

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Una preocupación compartida en ámbitos académicos es la distancia existente entre las producciones de la investigación educativa y las prácticas concretas y cotidianas de los y las docentes. Esta preocupación, como Grupo de Didáctica de las Ciencias (UNLP-CONICET), nos llevó a movernos hacia una producción contextualizada y colectiva de conocimientos a partir de la experiencia. Junto con docentes del Instituto Superior de Formación Docente Nº 168 (Dolores, Bs. As.), entre 2008 y 2010, implementamos el proyecto Investigación colaborativa para la reconstrucción de prácticas y la innovación en educación en Ciencias Naturales, que es objeto de reflexión y problematización de este libro. Este proyecto fue un espacio de formación docente en ejercicio, transformación de las prácticas e investigación colaborativa en el campo de la Educación en Ciencias Naturales, Ambiental y en Salud.

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47

Krall, Florence R. Ecotone: Wayfaring on the Margins (S U N Y Series, Feminist Theory in Education). State University of New York Press, 1994.

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48

Comstock, Anna Botsford. The Comstocks of Cornell-The Definitive Autobiography. Edited by Karen Penders St. Clair. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501716270.001.0001.

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This book is the autobiography written by the naturalist educator Anna Botsford Comstock about her life and that of her husband, the entomologist John Henry Comstock—both prominent figures in the scientific community and in Cornell University history. A first edition was published in 1953, but it omitted key Cornellians, historical anecdotes, and personal insights. This twenty-first-century edition restores the author's voice by reconstructing the entire manuscript as Anna Comstock wrote it—and thereby preserves Comstock's memories of the personal and professional lives of the couple as she originally intended. The book includes an epilogue documenting the Comstocks' last years and fills in gaps from the 1953 edition. Described as serious legacy work, this book is an essential part of the history of both Cornell University and its press.

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49

Crazy Like a Fox. New York: Penguin USA, Inc., 2009.

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50

Crazy Like a Fox: One Principal's Triumph in the Inner City. Penguin Publishing Group, 2010.

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